Food Studies Teacher Years 7-12

Job type: Full time / From 28/01/2025Organisation: Schools (Government)Salary: Salary not specifiedOccupation: TeacherReference: 1460323Location ProfileAltona College is a Prep to Year 12 school situated in the local government area of Hobsons Bay, located approximately 15km west of the Melbourne CBD.
Altona consists of a mixture of low-density housing to the south of the suburb, with mixed industry in the north.
Altona is well resourced with recreational facilities, strong transport links and a strong hospitality culture.
A key attraction to the area is Altona Beach and its refurbished pier located at one of only two swimming beaches in the western suburbs.In 2023, enrolments continued to increase, managed carefully in compliance with a compulsory Enrolment Management Plan.
This year we have a total of 704 enrolments across Prep-12.
Despite having a relatively small school zone and proximity to larger established secondary schools, Altona College has continued to receive significant interest for enrolment.
The primary school is one of four located within the suburbs of Altona and Seaholme, with greater enrolments in secondary than primary years.
Recent Capital Works have enhanced community confidence in our capacity to deliver a breadth of well-resourced programs.Primary students access specialist programs in Music, Physical Education, Mandarin, and Art.
The learning areas of Science, Humanities, Health, Design, and Technology are taught through an inquiry approach.
Further, primary students have access to secondary school resources and facilities, particularly in STEM and the arts.Secondary students access the full breadth of the Victorian Curriculum in specialist classes across years 7-9 before transitioning into a personalised program based on extensive careers education.
The college also delivered a high ability class in Years 7 to 9.
The College has successfully implemented the new Victorian Certificate of Education including the Vocational Major.
Additional resources including VETiS and HeadStart have supported students to access vocational pathways.
Beyond the classroom, secondary students participate in programs such as Wyn-speak and network debating competitions, celebrating college achievements.
Strong performances in sports, particularly Volleyball, reflect the growing levels of engagement, commitment, and pride that characterise Altona College students and staff.The over-arching goal of our 2021-2024 Strategic Plan is to ensure the growth of every student across the school.
In line with the 2023 Annual Implementation Plan, the focus for 2023 was to strengthen learning outcomes in reading and numeracy.Both learning and wellbeing outcomes are strong and improving in most areas.
NAPLAN data shows positive trends particularly in years 5 and 9.
Despite smaller primary cohorts contributing to volatility in the year-to-year data, additional tutoring and support resources were deployed in 2023 to support students with lower than expected performance.
Numeracy was an area of improvement in 2023 and continues to be a focus for ongoing improvement.Student survey data suggests our students regularly experience a culture of high expectations in safe, orderly classrooms where teachers actively advocate and differentiate for their needs.Our college is committed to child safe practices.We are seeking dedicated and innovative staff to share and develop our vision within our unique community.Nathan GuthridgeSelection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
Demonstrated experience in responding to student learning needs.SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.SC3 Demonstrated experience in monitoring and assessing student learning.
Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.SC4 Demonstrated interpersonal and communication skills.
Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support student learning, agency, wellbeing, and engagement.SC5 Demonstrated behaviours and attitudes consistent with Department values.
Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.RoleThe classroom teacher classification comprises two salary ranges- range 1 and range 2.
The primary focus of the classroom teacher is on the planning, preparation, and teaching of programs to achieve specific student outcomes.
The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills to effectively engage students and improve their learning.As the classroom teacher gains experience, their contribution to the school program beyond the classroom increases.
All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training, and experience of the teacher.Classroom teacher Range 2Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high-quality instruction to assist in defining quality teacher practice.Range 2 classroom teachers will be expected to:- Have the content knowledge and pedagogical practice to meet the diverse needs of all students- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity- Provide expert advice about the content, processes, and strategies that will shape individual and school professional learning- Supervise and train one or more student teachers- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.Classroom teacher Range 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation, and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.
Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.The focus of a range 1 classroom teacher is on classroom management, subject content, and teaching practice.
New entrants to the teaching profession in their initial teaching years receive structured support, mentoring, and guidance from teachers at higher levels.Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities designed to ensure the integration of curriculum, assessment, and pedagogy across the school.Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams, and the organisation of co-curricular activities.ResponsibilitiesThe role of classroom teacher may include but is not limited to:Direct teaching of groups of students and individual students;Contributing to the development, implementation, and evaluation of a curriculum area or other curriculum program within the school;Undertaking other classroom teaching related and organisational duties as determined by the School Principal;Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;Undertaking other non-teaching supervisory duties.Who May ApplyTeachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability, and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.
The Department recognises that the provision of family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.Child Safe StandardsVictorian government schools are child safe environments.
Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.Conditions of EmploymentAll staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.A probationary period may apply during the first year of employment and induction and support programs provided.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website.VIT LANTITETo be eligible for employment, transfer, or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching.
In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.
#J-18808-Ljbffr